Preparing Excellent STEM Teachers for Urban and Rural High-Need Schools, proceedings from the 2010, 2011, and 2012 Midwest Noyce Regional Conferences
Constructing Inquiry-based Lessons in Teaching Science
Hayes, Carolyn A.
AbstractWith the publications of the National Science Education Standards (NSES), How People Learn (NRC, 2000), and How Students Learn Science (HSLS) (NRC, 2005), educators are developing inquiry strategies that are effective as well as engaging. Understanding the principles that are identified in these
publications enables the science educator to be more effective and to help students improve their understanding of science. The key to being an effective science educator is to understand how students learn
science. Knowledge of how students learn has raised the awareness to the forms of pedagogy that involves
inquiry. Educators are learning from research in the areas of neuroscience and education to improve their
skills in the classroom. Professional development at both the pre-service and in-service levels will enable educators to focus on student learning along with the pedagogy utilized.
Published: 04/08/2011, Pages: 15--19
Integrating Biology and Literature
Hiller and Nichols, Chris and Sally
AbstractScientific literacy is a challenge for many high school students. In light of this difficulty, we created a course
combining biology and literature to offer to incoming high school freshmen. This paper presents some of the ideas and strategies that we have used over the last six years, as well as some of the challenges that we have faced. These ideas can be adapted for use in
a stand-alone classroom, or they can be used for cooperative projects between two different classrooms.Published: 04/07/2011, Pages: 20--22
Making Math Matter: Project-based Learning in Mathematics
Lee, Brown, Leiker, Jean S., Catherine A, Sarah
AbstractWe examine key components of project-based learning(PBL) and explore how 21st Century skills such as critical thinking, communication, and collaboration are embedded in a sample Algebra 2 PBL unit. PBL related
resources are provided to inspire readers to design PBL units of their own.
Published: 10/04/2912, Pages: 27--33
Beginning Secondary Science Teachers: Strengthening, Sustaining, or Sinking
Luft, Julie A.
AbstractSupporting beginning secondary science teachers is important if they are going to build their beliefs and pedagogical content knowledge. One way to support
beginning science teachers is through science-specific induction programs. In this chapter, a point is made about the need to support beginning science teachers. Then data are shared about the impact of a science-specific
induction program on the beliefs and PCK
of beginning teachers. From this data, it can be concluded that science-specific induction programs can help beginning teachers strengthen and sustain their beliefs and pedagogical content knowledge.Such programs keep them swimming, instead of sinking in their first years of teaching.Published: 04/08/2010, Pages: 37--41
Math and Science Scholars (MASS) Program: A Model Program for the
Recruitment and Retention of Preservice Mathematics and Science Teachers
AbstractThe shortage of certified teachers in mathematics and science in Texas classrooms is a major concern and
mirrors national trends. Dramatic increases in shortages of teachers have stimulated the design of new certification programs that recruit and place teachers in classrooms as quickly as possible (Texas Center for
Educational Research, 1999). While maintaining several of the characteristics of traditional certification programs, the Math and Science Scholars (MASS) Program streamlines the certification process, supports preservice students through tuition remission and scholarships, and provides quality mentoring and early field experiences in K-12 classrooms with well-qualified teachers. The strategies in this model program are dramatically increasing the numbers of
undergraudate majors in mathematics and science considering high school teaching as a career.
Published: 10/04/2012, Pages: 42
Practicing the Science of Culturally Relevant Mathematics Pedagogy:
Indeed, It Is Just Good Mathematics Teaching!
Stinson, David W.
AbstractIn this paper, the author provides counter-narratives of academically and mathematically successful male African- Americans as they recount specific pedagogical practices of teachers that were influential to their achievement in mathematics, and to their academic
success in general. The author connects the counternarratives to the propositions of culturally relevant
pedagogy to demonstrate that practicing the science of culturally relevant pedagogy is indeed just good mathematics teaching.
Published: 04/09/2010, Pages: 43-47